AP research 2017 18 academic paper rubric

AP Research 2017 18 Academic Paper Rubric © 2018 The College Board College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board Visit th[.]

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AP Research

Academic Paper

Scoring Guidelines

Effective from fall 2018

2018 AP Research Academic Paper Rubric

© 2018 The College Board

• Presents an overly broad topic

of inquiry • Presents a topic of inquiry with narrowing scope or focus, that is

NOT carried through either in the method or in the overall line of reasoning

• Carries the focus or scope of a topic of inquiry through the method AND overall line of reasoning, even though the focus

or scope might still be narrowing

• Focuses a topic of inquiry with clear and narrow parameters, which are addressed through the method and the conclusion

• Focuses a topic of inquiry with clear and narrow parameters, which are addressed through the method and the conclusion

• Situates a topic of inquiry

within a single perspective

derived from scholarly works

OR through a variety of

perspectives derived from

mostly non-scholarly works

• Situates a topic of inquiry within a single perspective derived from

scholarly works OR through a

variety of perspectives derived from mostly non-scholarly works

• Situates a topic of inquiry within relevant scholarly works of varying perspectives, although connections to some works may

be unclear

• Explicitly connects a topic of inquiry to relevant scholarly works

of varying perspectives AND

logically explains how the topic of inquiry addresses a gap

• Explicitly connects a topic of inquiry to relevant scholarly works

of varying perspectives AND

logically explains how the topic of inquiry addresses a gap

• Describes a search and report

process

• Describes a nonreplicable research

method OR provides an

oversimplified description of a method, with questionable alignment to the purpose of the inquiry

• Describes a reasonably replicable research method, with

questionable alignment to the purpose of the inquiry

• Logically defends the alignment of

a detailed, replicable research method to the purpose of the inquiry

• Logically defends the alignment of

a detailed, replicable research method to the purpose of the inquiry

• Summarizes or reports existing

knowledge in the field of

understanding pertaining to

the topic of inquiry

• Summarizes or reports existing knowledge in the field of understanding pertaining to the topic of inquiry

• Conveys a new understanding or conclusion, with an

underdeveloped line of

reasoning OR insufficient

evidence

• Supports a new understanding or conclusion through a logically

organized line of reasoning AND

sufficient evidence The limitations and/or implications, if present, of the new

understanding or conclusion are oversimplified

• Justifies a new understanding or conclusion through a logical progression of inquiry choices, sufficient evidence, explanation of the limitations of the conclusion, and an explanation of the implications to the community of practice

• Generally communicates the

student’s ideas, although

errors in grammar,

discipline-specific style, and organization

distract or confuse the reader

Generally communicates the student’s ideas, although errors in grammar, discipline-specific style, and organization distract or confuse the reader

• Competently communicates the student’s ideas, although there may be some errors in grammar, discipline-specific style, and organization

• Competently communicates the student’s ideas, although there may be some errors in grammar, discipline-specific style, and organization

• Enhances the communication of the student’s ideas through organization, use of design elements, conventions of grammar, style, mechanics, and word precision, with few to no errors

• Cites AND/OR attributes

sources (in bibliography/works

cited and/or in-text), with

multiple errors and/or an

inconsistent use of a

discipline-specific style

• Cites AND/OR attributes sources (in

bibliography/works cited and/or in-text), with multiple errors and/or an inconsistent use of a discipline-specific style

• Cites AND attributes sources,

using a discipline-specific style (in both bibliography/works cited AND in-text), with few errors or inconsistencies

• Cites AND attributes sources,

with a consistent use of an appropriate discipline-specific style (in both

bibliography/works cited AND in-text), with few to no errors

• Cites AND attributes sources, with

a consistent use of an appropriate discipline-specific style (in both bibliography/works cited AND in-text), with few to no errors

The response…

•

Score of 1

Report on Existing Knowledge

Score of 2

Report on Existing Knowledge with Simplistic Use of a Research Method

Score of 3

Ineffectual Argument for a New Understanding

Score of 4

Well-Supported, Articulate Argument Conveying a New Understanding

Score of 5

Rich Analysis of a New Understanding Addressing a Gap in the Research Base